Connections

Michigan Merit Curriculum Standards

Examples of some standards that are frequently met by study of a Visual Art unit in Aesthetic Education

Visual & Performing Arts

3. Analyze, describe, and evaluate works of art.

4. Understand, analyze, and describe the arts in their historical, social, and cultural contexts.

5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.

Music - MMC

Kindergarten

Perform

ART.M.I.K.1 Demonstrate uses of the voice, proper instrumental technique, and steady beat.
ART.M.I.K.2 Sing and play music from a variety of styles and cultures.
ART.M.I.K.3 Sing and play expressively utilizing extreme opposites of dynamics and interpretation.
ART.M.I.K.4 Sing melodies with confidence in a large group.
ART.M.I.K.5 Follow cues of the conductor to begin and for a cut-off.
ART.M.I.K.6 Play a steady beat.
ART.M.I.K.7 Replicate short rhythmic and melodic patterns.
ART.M.I.K.8 Play a steady beat in a group while other students sing a song.
ART.M.I.K.9 Use a system to read quarter notes and quarter rests.
ART.M.I.K.10 Use a system to read two or more pitches. (sol, mi)
ART.M.I.K.11 Recognize contrasting expressions of music.

Create

ART.M.II.K.1 Create through exploration, improvisation, and composition, an accompaniment for a selection with non-pitched percussion classroom instruments.
ART.M.II.K.2 Create through exploration, improvisation, and composition, an answer to a melodic question.
ART.M.II.K.3 Create vocal embellishments for a song or rhyme.
ART.M.II.K.4 Create a song about self and family.
ART.M.II.K.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to kindergarten.
ART.M.II.K.6 Add vocal and physical responses to a selection presented in kindergarten.

Analyze

ART.M.III.K.1 Identify echo songs and recognize the same and different sections of the music when presented aurally.
ART.M.III.K.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.K.3 Describe the music performed and presented in kindergarten by moving, drawing, or through other appropriate responses.
ART.M.III.K.4 Introduce music vocabulary emphasizing opposites; i.e. fast and slow, loud and soft.
ART.M.III.K.5 Categorize the timbre of non-pitched percussion instruments. Identify male, female, and children’s voices.
ART.M.III.K.6 Devise student-created criteria for objective evaluation of performances and compositions.
ART.M.III.K.7 Identify and support personal reactions to a musical selection.

Analyze in Context

ART.M.IV.K.1 Identify and describe distinguishing characteristics of starkly contrasting styles.
ART.M.IV.K.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in kindergarten.
ART.M.IV.K.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in kindergarten.

Analyze and Make Connections

ART.M.V.K.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various kindergarten arts.
ART.M.V.K.2 Observe and identify cross-curricular connections within the kindergarten curriculum.
ART.M.V.K.3 Discuss the various rationales for using music in daily experiences.

1st Grade

Perform

ART.M.I.1 Demonstrate uses of the voice, proper instrumental technique, steady beat, and melodic rhythm.
ART.M.I.1.2 Sing and play from memory songs representing several cultures.
ART.M.I.1.3 Sing and play expressively with phrasing and interpretation.
ART.M.I.1.4 Sing a melody in a small group.
ART.M.I.1.5 Follow cues of the conductor for expressive qualities.
ART.M.I.1.6 Play a variety of rhythmic instruments.
ART.M.I.1.7 Replicate longer rhythmic and melodic patterns.
ART.M.I.1.8 Play instrumental parts in a group while other students sing or recite rhymes.
ART.M.I.1.9 Use a system to read quarter notes, quarter rests, and eighth notes.
ART.M.I.1.10 Use a system to read four or more pitches (sol, mi, la, do).
ART.M.I.1.11 Perform a variety of expressions of music.

Create

ART.M.II.1.1 Create through exploration, improvisation, and composition, an accompaniment for a selection with pitched and non-pitched classroom instruments and voices.
ART.M.II.1.2 Create through exploration, improvisation, and composition, an answer to a rhythmic question.
ART.M.II.1.3 Create vocal and rhythmic embellishments for a song or rhyme.
ART.M.II.1.4 Create a song about community.
ART.M.II.1.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing arranging and improvising appropriate to 1st grade.
ART.M.II.1.6 Add vocal, instrumental, and physical responses to a selection presented in 1st grade.

Analyze

ART.M.III.1.1 Identify call and response, solo, chorus, and ABA when presented aurally.
ART.M.III.1.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.K.3 Describe the music performed and presented in 1st grade by moving, drawing, or through other appropriate responses.
ART.M.III.1.4 Introduce music vocabulary for the elements of music; i.e. melody, harmony, rhythm, tone color/timbre, form.
ART.M.III.1.5 Identify the timbre of pitched classroom instruments.
ART.M.III.1.6 Devise student-created criteria for objective evaluation of performances and compositions.
ART.M.III.1.7 Introduce aesthetic responses to music.

Analyze in Context

ART.M.IV.1.1 Identify and describe distinguishing characteristics of several different styles presented in 1st grade.
ART.M.IV.1.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in 1st grade.
ART.M.IV.1.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 1st grade.

Analyze and Make Connections

ART.M.V.1.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 1st grade arts.
ART.M.V.1.2 Observe and identify cross-curricular connections within the 1st grade curriculum.
ART.M.V.1.3 Discuss the various rationales for using music in daily experiences.

2nd Grade

Perform

ART.M.I.2.1 Use developmentally appropriate singing voice and physically show melodic contour.
ART.M.I.2.2 Sing and play from memory songs representing various cultures and genres.
ART.M.I.2.3 Sing and play expressively with phrasing and appropriate dynamics.
ART.M.I.2.4 Sing an ostinato.
ART.M.I.2.5 Respond to the cues of the conductor for dynamic levels and expressive qualities.
ART.M.I.2.6 Play melodic instruments.
ART.M.I.2.7 Expand the complexity of patterns.
ART.M.I.2.8 Play instrumental parts independently.
ART.M.I.2.9 Use a system to read quarter notes and rests, eighth notes, and half notes.
ART.M.I.2.10 Use a system to read pitch notation for a pentatonic scale.
ART.M.I.2.11 Know and use beginning vocabulary for articulation and tempo.

Create

ART.M.II.2.1 Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
ART.M.II.2.2 Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.
ART.M.II.2.3 Create through exploration, improvisation, and composition, rhythmic variations for a familiar song.
ART.M.II.2.4 Create a pentatonic instrumental song.
ART.M.II.2.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 2nd grade.
ART.M.II.2.6 Add vocal, instrumental, and physical responses to a selection presented in 2nd grade.

Analyze

ART.M.III.2.1 Identify phrases, verse, and refrain when presented aurally.
ART.M.III.2.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.K.3 Describe the music performed and presented in 2nd grade by moving, drawing, or through other appropriate responses.
ART.M.III.2.4 Introduce music vocabulary to describe the qualities of music of various styles.
ART.M.III.2.5 Identify the timbre of instrument families.
ART.M.III.2.6 Devise student-created criteria for objective evaluation of performances and compositions.
ART.M.III.2.7 Support personal aesthetic response to musical works and styles.

Analyze in Context

ART.M.IV.2.1 Identify and describe distinguishing characteristics of several different styles presented in 2nd grade.
ART.M.IV.2.2 Describe how elements of music are used in examples from world cultures using music performed and presented in 2nd grade.
ART.M.IV.2.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 2nd grade.

Analyze and Make Connections

ART.M.V.2.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 2nd grade arts.
ART.M.V.2.2 Observe and identify cross-curricular connections within the 2nd grade curriculum.
ART.M.V.2.3 Discuss the various rationales for using music in daily experiences.

3rd Grade

Perform

ART.M.I.3.1 Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
ART.M.I.3.2 Continue to develop repertoire.
ART.M.I.3.3 Sing and play expressively utilizing a broader continuum of dynamics and interpretation.
ART.M.I.3.4 Sing melodies with confidence in a large group.
ART.M.I.3.5 Blend timbres and match dynamic levels in response to the cues of the conductor.
ART.M.I.3.6 Play rhythmic and chordal ostinati and melodies.
ART.M.I.3.7 Expand the complexity of patterns.
ART.M.I.3.8 Play instrumental parts independently while other students sing.
ART.M.I.3.9 Use a system to read quarter notes and rests, eighth notes, half notes, and whole notes.
ART.M.I.3.10 Use a system to read pitch notation for a major scale.
ART.M.I.3.11 Perform music with a variety of expressive qualities, articulation, and tempo.

Create

ART.M.II.3.1 Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
ART.M.II.3.2 Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.
ART.M.II.3.3 Create through exploration, improvisation, and composition, melodic embellishments for a familiar song.
ART.M.II.3.4 Create an instrumental song with lyrics.
ART.M.II.3.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 3rd grade.
ART.M.II.3.6 Add vocal, instrumental, and physical responses to a selection presented in 3rd grade.

Analyze

ART.M.III.3.1 Identify round and canon when presented aurally.
ART.M.III.3.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.K.3 Describe the music performed and presented in 3rd grade by moving, drawing, or through other appropriate responses.
ART.M.III.3.4 With teacher guidance, use music vocabulary to analyze, describe, and evaluate music of various styles.
ART.M.III.3.5 Identify the timbre of specific instruments in string, brass, woodwinds, and percussion families.
ART.M.III.3.6 Devise student-created criteria for objective evaluation of performances and compositions.
ART.M.III.3.7 Use music vocabulary to express personal reactions for musical works and styles.

Analyze in Context

ART.M.IV.3.1 Identify and describe distinguishing characteristics of contrasting styles.
ART.M.IV.3.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in 3rd grade.
ART.M.IV.3.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 3rd grade.

Analyze and Make Connections

ART.M.V.3.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 3rd grade arts.
ART.M.V.3.2 Observe and identify cross-curricular connections within the 3rd grade curriculum.
ART.M.V.3.3 Discuss the various rationales for using music in daily experiences.

4th Grade

Perform

ART.M.I.4.1 Sing and play in a small group with accurate pitch, intonation, rhythm, and technique within various music contexts.
ART.M.I.4.2 Expand repertoire.
ART.M.I.4.3 Sing and play with understanding, expressively with appropriate dynamics, phrasing and interpretation.
ART.M.I.1.4 Sing a melody in a small group.
ART.M.I.4.5 Blend timbres and match dynamic levels in the group in response to the cues of the conductor.
ART.M.I.4.6 Play rhythmic, melodic, and harmonic instruments.
ART.M.I.4.7 Perform with accuracy, rhythmic, and melodic patterns.
ART.M.I.4.8 Play instrumental parts independently while other students sing a contrasting part.
ART.M.I.4.9 Use a system to read quarter notes and rests, eighth notes and rests, half notes and rests, whole notes and rests.
ART.M.I.4.10 Use a system to read pitch notation for a minor scale.
ART.M.I.4.11 Recognize the basic expressive markings of music.

Create

ART.M.II.4.1 Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
ART.M.II.4.2 Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.
ART.M.II.4.3 Create through exploration, improvisation, and composition, melodic embellishments on familiar melodies.
ART.M.II.4.4 Arrange songs in various ways.
ART.M.II.4.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 4th grade.
ART.M.II.4.6 Add vocal, instrumental, and physical responses to a selection presented in 4th grade.

Analyze

ART.M.III.4.1 Identify theme and variation, coda, D.S. (Del Segno), D.C. (Da Capo), and other forms when presented aurally.
ART.M.III.4.2 Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
ART.M.III.K.3 Describe the music performed and presented in 4th grade by moving, drawing, or through other appropriate responses.
ART.M.III.4.4 In small groups, use music vocabulary to analyze, describe, and evaluate music.
ART.M.III.4.5 Identify the timbre of non-western instruments.
ART.M.III.4.6 Devise student-created criteria for objective evaluation of performances and compositions
ART.M.III.4.7 Use music vocabulary and aesthetic vocabulary to describe personal response to music.

Analyze in Context

ART.M.IV.4.1 Describe distinguishing instrumentation of music genres and styles from various cultures.
ART.M.IV.4.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in 4th grade.
ART.M.IV.4.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 4th grade.

Analyze and Make Connections

ART.M.V.4.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 4th grade arts.
ART.M.V.4.2 Observe and identify cross-curricular connections within the 4th grade curriculum.
ART.M.V.4.3 Discuss the various rationales for using music in daily experiences.

5th Grade

Perform

ART.M.I.5.1 Sing and play independently with accurate rhythm, pitch, intonation, with appropriate timbre, technique, and tempo within various musical contexts.
ART.M.I.5.2 Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures.
ART.M.I.5.3 Sing expressively with appropriate dynamics, phrasing, and interpretation.
ART.M.I.2.4 Sing an ostinato.
ART.M.I.5.5 Demonstrate ensemble techniques by blending timbre, matching dynamic levels, and responding to the cues of the conductor.
ART.M.I.5.6 Demonstrate technical skills on rhythmic, melodic, and harmonic instruments.
ART.M.I.5.7 Perform rhythmic and melodic patterns when presented aurally.
ART.M.I.5.8 Perform independent instrumental parts while other students sing or play contrasting parts.
ART.M.I.5.9 Use a system to read rhythmic notation in various meters.
ART.M.I.5.10 Use a system to read pitch notation in various tonalities.
ART.M.I.5.11 Recognize the basic expressive markings of music and demonstrate their understanding through performance.

Create

ART.M.II.5.1 Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
ART.M.II.5.2 Create through exploration, improvisation, and composition, answers in the same style to given rhythmic and melodic phrases.
ART.M.II.5.3 Create through exploration, improvisation, and composition, simple rhythmic variations and simple melodic embellishments on familiar melodies.
ART.M.II.5.4 Create and arrange songs and instrumental pieces within specified guidelines.
ART.M.II.5.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising.
ART.M.II.5.6 Create and arrange music to accompany readings, dramatizations, or visual media.

Analyze

ART.M.III.5.1 Identify music forms when presented aurally.
ART.M.III.5.2 Use invented or standard notation to transcribe music.
ART.M.III.5.3 Understand and respect that there are different responses to specific art works in a global community.
ART.M.III.5.4 Use music vocabulary to analyze, describe, and evaluate music.
ART.M.III.5.5 Identify and describe a variety of sound sources, including orchestral, band, electronic, world instruments, and voices.
ART.M.III.5.6 Devise criteria for objective evaluation of performances and compositions.
ART.M.III.5.7 Explain, using music vocabulary, personal aesthetic response to music.

Analyze in Context

ART.M.IV.5.1 Describe distinguishing characteristics of representative music genres and styles from various historic periods and cultures.
ART.M.IV.5.2 Describe how elements of music are used in examples from world cultures.
ART.M.IV.5.3 Demonstrate audience appropriate behavior for the context and style of music performed.

Analyze and Make Connections

ART.M.V.5.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various arts.
ART.M.V.5.2 Observe and identify cross-curricular connections.
ART.M.V.5.3 Discuss the various rationales for using music in daily experiences.

6th Grade

Perform

ART.M.I.6.1 Sing and play with expression and technical accuracy, an increasingly diverse repertoire of literature at developmentally-appropriate levels. Perform at least one selection from memory.
ART.M.I.6.2 Sing melodies with confidence in a large group.
ART.M.I.6.3 Sing and play accurately in both small groups and large ensembles, with appropriate technique and breath control.
ART.M.I.6.4 Use technology in a variety of ways in musical performance.
ART.M.I.6.5 Sight read basic melodies in treble or bass clef, using combinations of whole, half, quarter, and eighth notes and rests; in simple me

Create

ART.M.II.6.1 Improvise tonic accompaniments.
ART.M.II.6.2 Embellish a melody of rhythmic pattern in various ways.
ART.M.II.6.3 Improvise short melodies consistent in style, meter, and tonality.
ART.M.II.6.4 Compose short pieces to communicate ideas and/or stories.
ART.M.II.6.5 Demonstrate an understanding of some instrumental and vocal ranges.
ART.M.II.6.6 Use a variety of traditional and nontraditional sound sources when composing, arranging, and improvising.

Analyze

ART.M.III.6.1 Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.
ART.M.III.6.2 Identify elements of music used in music of diverse genres and styles.
ART.M.III.6.3 Demonstrate knowledge of the basic principles of rhythm, simple meter (2/4, 3/4, 4/4), and the intervals of a major scale.
ART.M.III.6.4 Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as self-evaluation when performing and creating.
ART.M.III.6.5 Evaluate the quality and effectiveness of one’s own and others’ musical performances and creations by applying specific and appropriate criteria, and offering constructive suggestions for improvement.

Analyze in Context

ART.M.IV.6.1 Identify a repertoire of music from diverse cultures.
ART.M.IV.6.2 Classify by genre a varied body of exemplary musical works.
ART.M.IV.6.3 Compare, in several cultures of the world, the functions music serves.
ART.M.IV.6.4 Identify the uses of technology in music.

Analyze and Make Connections

ART.M.V.6.1 Identify characteristics materials of each art form.
ART.M.V.6.2 List musical elements and find a connection to at least one other discipline.
ART.M.V.6.3 Identify at least one artistic application of current technology in music.

Social Studies (Geography) - MMC

Kindergarten

G1 The World in Spatial Terms

K – G1.0.1 Recognize that maps and globes represent places.
K – G1.0.2 Use directions or positional words to identify significant locations in the classroom.

G2 Places and Regions

K – G2.0.1 Identify and describe places in the immediate environment.

G5 Environment and Society

K – G5.0.1 Describe ways in which the environment provides for basic human needs and wants.

1st Grade

G1 The World in Spatial Terms

1 – G1.0.1 Construct simple maps of the classroom to demonstrate aerial perspective.
1 – G1.0.2 Describe places using absolute location or relative location.
1 – G1.0.3 Distinguish between landmasses and bodies of water using maps and globes.

G2 Places and Regions

1 – G2.0.1 Distinguish between physical and human characteristics of places.
1 – G2.0.2 Describe the unifying characteristics and boundaries of different school regions.

G4 Human Systems

1 – G4.0.1 Use components of culture to describe diversity in family life.

G5 Environment and Society

1 – G5.0.1 Describe ways in which people are part of, modify, and adapt to their physical environments.
1 – G5.0.2 Describe ways in which the physical environment in a place or region affects people’s lives.

2nd Grade

G1 The World in Spatial Terms

2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and physical characteristics of place.
2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location, and using distance, direction, and scale.
2 – G1.0.3 Use maps to describe the location of the local community within the state of Michigan in relation to other significant places in the state.

G2 Places and Regions

2 – G2.0.1 Compare the physical and human characteristics of the local community with those of another community.
2 – G2.0.2 Describe how the local community is part of a larger region.

G4 Human Systems

2 – G4.0.1 Describe land use in the community.
2 – G4.0.3 Use components of culture to describe diversity in the local community.

G5 Environment and Society

2 – G5.0.1 Suggest ways in which people can responsibly interact with the environment in the local community.
2 – G5.0.2 Describe positive and negative consequences of changing the physical environment of the local community.

3rd Grade

G1 The World in Spatial Terms

3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative locations of significant places in the immediate environment.
3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
3 – G1.0.3 Use a world map to describe North America in relation to the equator and other continents and oceans, and Michigan within North America.

G2 Places and Regions

3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.
3 – G2.0.2 Describe different regions to which Michigan belongs.

G4 Human Systems

3 – G4.0.2 Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).

G5 Environment and Society

3 – G5.0.1 Describe how people are a part of, adapt to, use, and modify the physical environment of Michigan.
3 – G5.0.2 Locate natural resources in Michigan and explain the consequences of their use.

4th Grade

G1 The World in Spatial Terms

4 – G1.0.1 Identify questions geographers ask in examining the United States.
4 – G1.0.3 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
4 – G1.0.4 Use maps to describe elevation, climate, and patterns of population density in the United States.
4 – G1.0.5 Use hemispheres, continents, oceans, and major lines of latitude to describe the relative location of the United States on a world map.

G2 Places and Regions

4 – G2.0.1 Describe ways in which the United States can be divided into different regions.
4 – G2.0.2 Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.

G4 Human Systems

4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.
4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States.

G5 Environment and Society

4 – G5.0.1 Assess the positive and negative consequences of human activities on the physical environment of the United States and identify the causes of those activities.

6th Grade

G1 THE WORLD IN SPATIAL TERMS: GEOGRAPHICAL HABITS OF MIND

G1.1 Spatial Thinking

6 – G1.1.1 Use a variety of geographic tools (maps, globes, and web-based geography technology) to analyze the world at global, regional, and local scales.
6 – G1.1.2 Draw a sketch map, or add information to an outline map, of the world or a world region.

G1.2 Geographical Inquiry and Analysis

6 – G1.2.2 Explain why maps of the same place may vary, including the perspectives and purposes of the cartographers.
6 – G1.2.3 Use, interpret, and create maps and graphs representing population characteristics, natural features, and land use of the region under study.
6 – G1.2.4 Use images as the basis for answering geographic questions about the human and physical characteristics of places and major world regions.
6 – G1.2.5 Locate and use information from GIS and satellite remote sensing to answer geographic questions.
6 – G1.2.6 Create or interpret a map of the population distribution of a region and generalize about the factors influencing the distribution of the population.

G1.3 Geographical Understanding

6 – G1.3.1 Use the fundamental themes of geography (location, place, human-environment interaction, movement, region) to describe regions or places on earth.
6 – G1.3.2 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

G2 PLACES AND REGIONS

G2.1 Physical Characteristics of Places

6 – G2.1.1 Locate and describe the basic patterns of landforms.
6 – G2.1.3 Locate and describe the characteristics and patterns of major world climates and ecosystems.

G2.2 Human Characteristics of Places

6 – G2.2.1 Describe the human characteristics of the region under study, including languages, religions, economic system, governmental system, cultural traditions.
6 – G2.2.3 Explain how culture and experience influence people’s perceptions of places and regions.
6 – G2.2.5 Generalize about how human and natural factors have influenced how people make a living and perform other activities in a place.

G3 PHYSICAL SYSTEMS

G3.1 Physical Processes

6 – G3.1.2 Explain the factors that cause different climate types.

G3.2 Ecosystems

6 – G3.2.1 Locate major ecosystems and explain how and why they are similar or different as a consequence of latitude, elevation, land-forms, location, and human activity.

G4 HUMAN SYSTEMS

G4.1 Cultural Mosaic

6 – G4.1.1 Define culture and describe examples of cultural change through diffusion, including what has diffused, why and where it has spread, and positive and negative consequences of the change.
6 – G4.1.3 Describe cultures of the region being studied, including the major languages and religions.
6 – G4.1.4 Explain how culture influences the daily lives of people.

G4.3 Patterns of Human Settlement

6 – G4.3.2 Describe patterns of settlement and explain why people settle where they do and how people make their livings.
6 – G4.3.3 Explain the patterns, causes, and consequences of major human migrations.

G5 ENVIRONMENT AND SOCIETY

G5.1 Humans and the Environment

6 – G5.1.4 Define natural resources and explain how people in different places use, define, and acquire resources in different ways.

Common Core Standards (General)

Examples of some standards that are frequently met by a unit in Aesthetic Education.

Language K-5

4. Determine or clarify the meaning of unknown and multiple-meaning words based on grade level content.

5.a Identify real-life connections between words and their uses.

6. Use words and phrases acquired through conversations and responding to texts

Speaking & Listening K-5

Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

4. Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.

5. Add drawings or other visual displays to descriptions to clarify ideas, thoughts, and feelings.

Kindergarten

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Speak audibly and express thoughts, feelings, and ideas clearly.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Use frequently occurring nouns and verbs.

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f. Produce and expand complete sentences in shared language activities.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

5. With guidance and support from adults, explore word relationships and nuances in word meanings.

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

1st Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly

5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

6. Produce complete sentences when appropriate to task and situation.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Use common, proper, and possessive nouns.

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h. Use determiners (e.g., articles, demonstratives).

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

2nd Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas

4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c. Use reflexive pronouns (e.g., myself, ourselves).

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of English.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

5. Demonstrate understanding of word relationships and nuances in word meanings.

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

3rd Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

f. Ensure subject-verb and pronoun-antecedent agreement.*

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases for effect.*

b. Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

5. Demonstrate understanding of word relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

6. Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

4th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases to convey ideas precisely.*

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

5th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.*

e. Use correlative conjunctions (e.g., either/or, neither/nor).

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context.

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

6th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language Standards

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).

c. Recognize and correct inappropriate shifts in pronoun number and person.*

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Vary sentence patterns for meaning, reader/ listener interest, and style.*

b. Maintain consistency in style and tone.*

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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